Philosophy And Geography Iii

Places are today subject to contrary tendencies. They lose some functions, which may scale up to fewer more centralized places, or down to numerous more dispersed places, and they gain other functions, which are scaling up and down from other places. This prompts premature prophecies of the abolition of space and the obsolescence of place. At the same time, a growing literature testifies to the persistence of place as an incorrigible aspect of human experience, identity, and morality. Place is a common ground for thought and action, a community of experienced particulars that avoids solipsism and universalism. It draws us into the philosophy of the ordinary, into familiarity as a form of knowledge, into the wisdom of proximity. Each of these essays offers a philosophy of place, and reminds us that such philosophies ultimately decide how we make, use, and understand places, whether as accidents, instruments, or fields of care.

Philosophers and geographers have converged on the topic of public space, fascinated and in many ways alarmed by fundamental changes in the way post-industrial societies produce space for public use, and in the way citizens of these same societies perceive and constitute themselves as a public. This volume advances this inquiry, making extensive use of political and social theory, while drawing intimate connections between political principles, social processes, and the commonplaces of our everyday environments.

The relationship between geography and philosophy is still largely in need of being explored. Geographers and philosophers share the responsibility for that. On the one hand, geographers have considered as a dangerous deviation any attempt to elaborate an image of the Earth which was not a mere replica of a cartographic representation. On the other hand, philosophers have generally been uninterested in a discipline offering little chance for critical reflection. In light of these considerations, the purpose of this book is to identify some fundamental philosophical issues involved in the reflection of geography by adopting a perspective which looks at the discipline with a specific focus on its fundamental concepts and distinctions.

This anthology aims to present the fundamental philosophical issues and tools required by the reflection within and upon geography and Geographic Information Systems (GIS) . It is an introduction to the philosophy for GIScience from an analytical perspective, which looks at GIS with a specific focus on its fundamental and most general concepts and distinctions. The first part of the book is devoted to explore some of the main philosophical questions arising from GIS and GIScience, which include, among others, investigations in ontology, epistemology, linguistics and geometrical modeling. The second part concerns issues related to spatial and cartographical representations of the geographical world. The third part is focused on the ontology of geography, specifically in terms of geographical entities, objects and boundaries. Finally, in the fourth part, the topic of GIS constitutes a starting point for exploring themes such as quantum geography and disorientation, and for defining professional profiles for geographers with competences in GIS environment. This book on a new and unexplored field of research could be a fundamental point of reference for professional philosophers and geographers interested in the theoretical reflection about the foundational concepts of GIScience. It is also interesting reading material for students (both undergraduates, postgraduates and Ph.D. students) in philosophy, geography, applied ontology, GIScience, geomatics and computer science.

Johnston traced the debates within human geography since 1945 over philosophical and methodological issues. In the present book, the aim is the complementary one of giving an introduction to the foundation of those discussions, assuming no prior knowledge of philosophy.

Geography in America at the Dawn of the 21st Century surveys American geographers' current research in their specialty areas and tracks trends and innovations in the many subfields of geography. As such, it is both a 'state of the discipline' assessment and a topical reference. It includes an introduction by the editors and 47 chapters, each on a specific specialty. The authors of each chapter were chosen by their specialty group of the American Association of Geographers (AAG). Based on a process of review and revision, the chapters in this volume have become truly representative of the recent scholarship of American geographers. While it focuses on work since 1990, it additionally includes related prior work and work by non-American geographers. The initial Geography in America was published in 1989 and has become a benchmark reference of American geographical research during the 1980s. This latest volume is completely new and features a preface written by the eminent geographer, Gilbert White.

Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, often considered abstract and irrelevant, is often absent from the daily life of music instructors. In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucía Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere, demonstrating that philosophy offers a way of navigating the daily professional life of music education and proving that critical inquiry improves, enriches, and transforms instructional practice for the better. Questioning every musical practice, instructional aim, assumption, and conviction in music education, The Oxford Handbook of Philosophy in Music Education presents new and provocative approaches to the practice of teaching music. Bowman and Frega go deeper than mere advocacy or a single point of view, but rather conceive of philosophy as a dynamic process of debate and reflection that must constantly evolve to meet the shifting landscapes of music education. In place of the definitive answers often associated with philosophical work, Bowman and Frega offer a fascinating cross-section of often-contradictory approaches and viewpoints. By bringing together essays by both established and up-and-coming scholars from six continents, Bowman and Frega go beyond the Western monopoly of philosophical practice and acknowledge the diversity of cultures, instructors, and students who take part in music education. This range of perspectives invites broader participation in music instruction, and presents alternative answers to many of the fields most pressing questions and issues. By acknowledging the inherent plurality of music educational practices, the Handbook opens up the field in new and important ways. Emphasizing clarify, fairness, rigor, and utility above all, The Oxford Handbook of Philosophy in Music Education challenges music educators around the world to make their own decisions and ultimately contribute to the conversation themselves.